A Study On The Relationship Between Emotional Intelligence And Job Performance Of Special Education Teachers:the Chain Mediating Effect Of Social Support And Work Engagement

The performance of special education teachers affects the healthy growth of special students,the effectiveness of special education schools and the improvement of the overall quality of special education.Emotional intelligence is an intrinsic protective resource of individuals.Individuals with higher emotional intelligence are more likely to feel positive emotions and improve their work performance.Teachers in special education serve people,which involves many social interactions and emotional labor,and their emotional intelligence may have more influence on job performance.Therefore,based on the expanded job requirement-resource model,the research regards emotional intelligence as personal resources and social support as work resources,analyzes the relationship between emotional intelligence and job performance of special education teachers,and probes into the intermediary role of social support and job involvement in order to provide relevant suggestions for effectively improving the job performance level of special education teachers.In this study,710 teachers in special education schools from some major provinces and cities in North China,South China,Central China,East China and Southwest China were selected as the research objects.The revised Emotional Intelligence Scale,Social Support Rating Scale,Job Engagement Scale and Job Performance Scale were used as research tools to investigate the emotional intelligence,social support,job engagement and job performance of special education teachers.SPSS21.0 and AMOS24.0 are used at the same time to analyze the data,and the main research conclusions are as follows:(1)The emotional intelligence of special education teachers is on the upper-middle level,with the highest level of self-emotional assessment,the lowest level of emotional control,and the middle level of emotional application and other people’s emotional assessment.There are significant differences in emotional intelligence among special education teachers of different genders and regions.(2)The social support of special education teachers is generally at a medium level.There are significant differences in the social support level of special education teachers with different gender and marital status.(3)The overall level of special education teachers’ work input is high,and the region is the demographic background variable that affects the work input level.The work input level of special education teachers in South China,North China and Central China is significantly higher than that in East China.(4)Special education teachers’ job performance is on the upper-middle level,with the highest score of task performance,the lowest score of job dedication and the middle score of interpersonal promotion.There are significant differences in the job performance of special education teachers in different ages,positions,teaching sections and regions.(5)The emotional intelligence,social support,work involvement and job performance of special education teachers are significantly positively correlated with each other,that is,there is a close positive correlation among them.(6)Emotional intelligence of special education teachers can significantly predict job performance positively.Social support and job involvement play a significant intermediary role between emotional intelligence and job performance of special education teachers.Specifically,there are three intermediary paths:first,the intermediary role of social support alone,with an effect of 14.09%;Second,the intermediary role of work input alone is 15.48%.Third,the chain intermediary role of social support and work input,with the effect of 2.98%;And there is no significant difference in mediation effect.Based on research results,the following three suggestions are put forward:(1)Pay attention to the construction of emotional intelligence of special education teachers and pay attention to the inner spiritual world of individuals;(2)Implementing the construction of social support system for special education teachers and strengthening individual working resources;(3)Pay attention to the healthy development of professional psychology of special education teachers and promote the improvement of job performance.